1.2A Fractions

1.2 The student uses pairs of whole numbers
K	1	2
No TEKS addressed	1.10B Identify events as certain or impossible such as drawing a red crayon from a bag of green crayons (Continuous Standard)	2.11C Use data to describe events as more likely or less likely such as drawing a certain color crayon of a bag of 7 red crayons and 3 green crayons.
Identify events as certain, such as drawing a red crayon from a bag of red crayons Identify events as impossible, such as drawing a red crayon from a bag of green crayons

1.10 B Probability

 

1.10 B  The student uses information from organized data.
K	1	2
No TEKS addressed	1.10B Identify events as certain or impossible such as drawing a red crayon from a bag of green crayons (Continuous Standard)	2.11C Use data to describe events as more likely or less likely such as drawing a certain color crayon of a bag of 7 red crayons and 3 green crayons.
Identify events as certain, such as drawing a red crayon from a bag of red crayons Identify events as impossible, such as drawing a red crayon from a bag of green crayons

 

 

Activities:

• Teachers starts with a clear bag and places 5 red crayons.  The the teacher asks, "Is it certain or impossible to pick a red crayon?"  Answer: certain
• Teacher starts with a clear bag and places 5 green crayons.  Then the teacher asks, "Is it certain or impossible to pick a red crayon?"  Answer: impossible 
• Teacher asks students to define "certain" and "impossible"
• certain - for sure, 100% yes, yes all the time
• impossible - can never happen, 100% No, no all the time
• Real Life Situations -
• certain -
• impossible -
• Future Activities - use shapes, coins, linker cubes;  to determine certain or impossible.

1.3 Addition and Subtraction to 10

1.3  The student recognizes and solves problems in addition and subtraction situations.  The student is expected to :
K	1	2
k.4 Model and create addition (joining) and subtraction (separating) problems in real situations with concrete objects	1.3A  model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences; (up to combinations of 10 – CONTINUOUS STANDARD)	2.3A Recall and apply basic addition facts (to 18)
model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences; (up to combinations of 10 – CONTINUOUS STANDARD) model - to plan, construct or fashion according to a model create – to cause to come into being, as something unique  that would not evolve  or that is not made by ordinary processes write – to express or communicate in writing

Activities:

• Offer many ways to add and subtract:  number line, counting up or back, joining objects
• CISD PS Map

 Anchor Stations:

Geometry--3D Shapes

1.6  the student uses attributes to identify 2D and 3D geometric figures.  The student compares and contrasts 2D and 3D geometric figures or both
K	1	2
K.8C  Sort a variety of objects including 2D and 3D geometric figures according to their attributes and describe how they are sorted K.9A  describe and compare attributes of real life objects such as balls, boxes, cans and cones or models of 3D figures K.9B  recognize shapes in real life 3D geometric figures or models of 3D figures	1.6B  describe and identify three-dimensional geometric figures, including spheres, rectangular prisms, cubes, cylinders and cones	2.7A  describe attributes (number of vertices, faces, edges, sides) of 2D and 3D figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids 2.7B  use attributes ti describe how two 2D figures or two 3D figures are alike or different
Describe 3D figures including spheres Describe 3D figures including rectangular prisms Describe 3D figures including cylinders Describe 3D figures including cones Describe 3D figures including cubes Identify 3D figures including spheres Identify 3D figures including rectangular prisms Identify 3D figures including cylinders Identify 3D figures including cones Identify 3D figures including cubes

Activities:

• Fits My Pattern--played similarly to the word study game by this name.  Teacher will create a chart with "Fits My Pattern" and "Does Not Fit My Pattern".  Teacher places shape on the chart and students decide why certain shape fit and don't fit the pattern.
• Class tree map of the 3d shapes
• "What's in my bag" game.  All shapes are placed into a bag. Students reach into the bag, grab a shape and describe it using attributes.  Other students have to guess the shape based on the clue
• To distinguish between 2D and 3D, bring a stuffed animal (bear) 3D and have a picture of a bear for 2D.  A 2D is flat (show flat with your hand by claping them together in a vertical position).  A 3D figure has space (show your two hand horizontaly pretending somenthing is in the middle)
• 
  

Anchor Stations:

Geometry--2D Shapes

1.6 The student uses attributes to identify two and three dimensional geometric figures. The student compares and contrasts two and three dimensional geometric figures or both.
K	1	2
K.8A Describe and identify an object by its attributes using informal language. K8B Compare two objects based on their attributes. K.9C Describe, identify, and compare circles, triangles, rectangles, and squares (a special type of rectangle)	1.6A describe and identify two dimensional geometric figures, including circles, triangles, rectangles, and squares (a special type of rectangle); (continuous standard – two dimensional at this time)	2.7A Describe attributes (number of vertices, faces, edges, sides) of 2D and 3D figures such as circles, polygons, spheres, cones, cylinders, prisms and pyramids.
Describe two dimensional geometric figures, including circles. Describe two dimensional geometric figures, including triangles. Describe two dimensional geometric figures, including rectangles. Describe two dimensional geometric figures, including squares. Identify two dimensional geometric figures, including circles. Identify two dimensional geometric figures, including triangles. Identify two dimensional geometric figures, including rectangles. Identify two dimensional geometric figures, including squares. Describe: to give an account of in words; to tell in words what something or someone is like Identify: to recognize or establish as being a particular person or thing; verify the identity of

Activities:


Anchor Stations:

1.7 C Relationship between size and number of units to measure

1.7  The student selects and uses nonstandard units to describe length.
K	1	2
K.10A Compare and order two or three concrete objects according to length (longer, shorter than, or the same)	1.7C describe the relationship between the size of the unit and the number of units needed to measure the length of an object.	2.9A Identify concrete models that approximate standard units of length and use them to measure lenght.
describe the relationship between the size of the unit and the number of units needed to measure the lenght of an object. describe- measure-

Activities:

• Use a copy of Michael Jordan's hand and have students create their own handprint to measure objects.  Compare measurements.  Which took more? Their hand of Michael's? 
• Over emphasize that the smaller the unit used to measure, the more units you will need and vice versa
• Good opportunity for graphing (student hand vs Michael's hand)

Anchor Activities:

• Use linker cubes (smaller unit) and large paper clips (big unit), to measure their desk, book, or folder. Over emphasize that the smaller the unit used to measure, the more units you will need and vice versa.

Possible Assessment Questions:

1.7B Compare Objects According to Length

1.7  The student selects and uses nonstandard units to describe length.
K	1	2
K.10A Compare and order two or three concrete objects according to length (longer, shorter than, or the same)	1.7B compare and order two or more concrete objects according to length (from longest to shortest)	2.9A Identify concrete models that approximate standard units of length and use them to measure lenght.
compare two or more concrete objects according to length (longest to shortest) order two or more concrete objects according to length (longest to shortes) compare- order-

Activities:

• Have students order objects from shortest to longest and longest to shortest.  Suggestions on objects: belt, ruler, shoe, book, pencil, pen, crayon, pointer, straw, spoon, ...
• Good opportunity for graphing
• After students measure, have them write the number on a sticky note place the objects in order of length.  Make sure students notice that the smaller number goes with the shorter object and vice versa.
• Use different length of strings (yarn) and have students measure using linker cubes or paper clips.  Then they write the number of units it took to measure on a sticky note.  After, the students place the numbers and yarn in order from least to greatest or greatest to least.

Anchor Activities:

• Use linker cubes, paper clips, sides of color tiles to measure the items mentioned above and then place in order from shortest to longest.  The measurement will be the students' proof as to why he/she placed in a particular order.

Possible Assessment Questions: